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An Islamic Femint Reflection of Pedagogy and Gender Praxis In An Islamic Feminist Reflection of Pedagogy and Gender Praxis in South African Madāris: Nafisa Patel Minor Thesis University Submitted in part of fulfillment Cape of theTown degree Masters in Social Science Department of Religious Studies, Faculty of Humanities University of Cape Town September 2013 Supervisor: Associate Professor Sa’diyya Shaikh The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town Declaration: I, Nafisa Patel (student no: PTLNAF002) declare that this thesis is my own work and that it has not been copied or plagiarized. Each contribution to and quotation in this thesis from the work/s of other people has been duly attributed, cited and referenced. I have used the “Harvard Anglia 2008” convention for citation and referencing. Also, unless used in a direct quotation, all Arabic terms have been transliterated using the UNESCO international standard. This thesis or parts of this thesis has not been published elsewhere nor has it been submitted previously for the purposes of examination. Date: ___________________________ Signed: ____________________________ University of Cape Town 2 Acknowledgements: In submitting this thesis I would like to thank the following people and acknowledge their contributions to and assistance with my research study: Firstly, I would like to thank my supervisor Associate Professor Sa’diyya Shaikh, whose kind grace and sublime mind has been an inspiring source of support and encouragement throughout this research process. I am deeply indebted to her for the shared enthusiasm, expert advice and spirit of mutual respect that has contoured our student-supervisor relationship. I am truly grateful to have had the honour and privilege to learn with and from not only a brilliant scholar but an exceptional human-spirit. Secondly, many thanks to the lecturers and administrative staff in the Department of Religious Studies for organizing and facilitating various research workshops and reading groups. These have been particularly useful in helping to give shape and direction to my research interests. I would like to especially thank Professor Abdulkader Tayob for his guidance in this regard. I also acknowledge and thank the NRF for providing much appreciated funds towards this research. Thanks to Dr. ZahraaUniversity McDonald for sharing of manyCape of her valuable Town insights on this research topic with me through conversations and numerous emails, also for pointing me towards many useful resources and information. Also many thanks to Dr. Fatima Seedat for reading and commenting on the initial draft of this thesis, her feedback was very helpful and much appreciated. 3 Finally, it is with much gratitude that I acknowledge the mostly invisible yet most vital contribution to this research process, the love, support, inspiration and motivation of my husband Yusuf Patel and my two sons Muhammad and Yaseen. They have not only graciously welcomed this research project as a co-member of our family and into our home but have also generously shared mental space, energy and precious family time towards its progress and completion. University of Cape Town 4 Table of Contents Contents: Page No: Abstract……………………………………………………………………………………. 7 List of Abbreviations………………………………………………………………………. 8 Introduction …………………………………………………………………………... 9 - 11 i. Research Problem…………………………………………………………….11 - 15 ii. Research Question……………………………………………………………15 - 16 iii. Methodological Approach……………………………………………………16 - 22 iv. Conceptual Underpinnings……………………………………………………22 - 28 v. Analytical Framing…………………………………………………………...28 - 34 Chapter One Mapping the Context: Islam, Islamic Education and Gender Discourses in South Africa: 1.1.) Historical Background………………………………………………………….35 - 37 1.2.) The Deoband Footprint in South Africa………………………………………..38 - 41 1.3.) The Deoband ‘Ulamā and Gendered Norms within the University of Cape Town Indian Muslim Community……………………………………………………..41 - 48 1.4.) Challenging the Authority of the Deoband and Creating Alternate Gendered Spaces of Learning………………………………………..48 - 53 1.5.) Gendered Discourses in South African Education: Post-Apartheid Challenges for Madāris………………………………………………………...53 - 63 5 Chapter Two Contemporary Deoband Madāris in South Africa: Curricula Structures, Pedagogical Methods and Learning Texts: 2.1.) Discursive Rules and Disciplinary Technologies……………………………….64 - 70 2.2.) Positioning Gender in Contemporary Deoband Madāris……………………….70 - 73 2.3.) The Tuḥfatul Banāt: Pedagogical Concepts and Gendered Themes……............73 - 74 2.3.1.) Becoming Mukallaf: Transitioning from Girlhood to Womanhood and its Agential Implications…………………………………………………..74 - 81 2.3.2.) Ṭahārah as Embodied Gendered Praxis and its Social Implications………….81 - 87 2.3.3.) Embracing Ḥayā: The Gift of Modesty and its Gendered Implications……….88- 97 Conclusion…………………………………………………………………………..97 - 101 Glossary……………………………………………………………………………102 - 104 Bibliography……………………………………………………………………….105 - 111 University of Cape Town 6 Abstract: This thesis explores gender discourses in elementary Islamic learning institutions in South Africa. Informed by a feminist imperative that recognizes education to be both a site for gender struggle and also a tool for change-making, this thesis adopts a feminist pedagogical approach to examine some of the ways that young Muslim girls in South Africa learn about being gendered. Drawing on theoretical insights from feminist post- structuralism, I analyze the contents of a popular learning text that has been developed for young Muslim girls in contemporary South African Deoband madāris (elementary religious schools).My analysis focuses on the intertextual ways that power-relations and gendered positions are constructed within this widely used text. Using an Islamic feminist perspective, this thesis explores how the gendered worlds of young Muslim girls are pedagogically shaped in and through some of the curriculum structures of madāris in contemporary South Africa. University of Cape Town 7 List of Abbreviations: FPDA Feminist Post-structuralist Discourse Analysis KZN KwaZulu Natal LMA Lenasia Muslim Association MYM Muslim Youth Movement TB Tuḥfatul Banāt TMS Tasheel Maktab Syllabus University of Cape Town 8 Introduction: Providing elementary religious education to young Muslim children is considered to be one of the most enduring features of the Islamic tradition (Tibawi, 1962:226; Waghid: 1997). The emphasis placed on guiding young Muslim children towards god-consciousness and developing their moral and ethical selves as well as the teaching-learning about Islamic scriptures, practices and rituals during the formative years of a child’s life are features commonly found in most Muslim societies and communities throughout history. Although childhood teaching-learning in Muslim societies have contextual variations that reflect specific cultural, political and economic influences; the abiding prevalence of Islamic learning institutions such as the maktab pl.kuttāb or madrassah pl. madāris1 found in most Muslim societies, suggests a shared history of providing elementary Islamic education to contemporary Muslim children (Halstead: 2004; Tibawi:1962;Waghid:1997). The salience of Islamic childhood education is cogently iterated through various Islamic scriptural teachings emphasizing the importance of education in childrearing and child- nurturing. Three interrelated pedagogical concepts are generally used within education discourses to capture the quintessence of an elementary Islamic education (Halstead, 2004:522). Firstly,University the concept tarbiyyah of meaning Cape nurturing Town or rearing refers specifically 1 The term madrassah pl. madāris usually refers to places of Islamic higher learning and the term maktab pl. kuttāb refers to places for early and elementary Islamic education. In South Africa however the term madrassah/madāris is commonly used to refer to religious schools that many school-going aged Muslim children attend either after normal schooling hours during the late afternoons or during the weekend. It should be noted that colloquially, particularly within the South African Indian Muslim community, the term madrassah is more commonly pronounced as madressa/s. The term madrassah is distinct from and therefore does not refer to what is popularly known as “Islamic” schools in South Africa. The curriculum of madāris offer a religion based programme only whilst Islamic schools are independent or partially state subsidized Muslim schools that follow the country’s national schooling curriculum and may or may not include a concomitant religious programme. The term madrassah/madāris as used in this paper therefore refers specifically to elementary religious education taken during week day afternoons. 9 to an Islamic teaching and learning methodology of being socialized, typically from early childhood, into a body of inherited knowledge (Waghid, 2011:2). This includes the learning “about” the tenets of the Islamic faith and learning “about” the teachings of its scriptures, i.e.: the Qur’an and Sunnah (Prophetic example). The second pedagogical concept ta’līm refers to varying methods of instruction such as rote learning, memorization, diction and inscription. This
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